Disclosure of Educational Philosophies

Education. It is one of the most powerful tools in the world that has provided constant proof that it can be used to achieve greatness. By looking at it from different perspectives can highlight the weaknesses in what we already know and then improve upon it. This leading us to the different methodologies and philosophies surrounding it. In examining educational philosophy, it is found to be a system of individual beliefs about education and the teaching roles involved within it. These beliefs encompass everything related to education and being an educator. In this essay, the focus will be on the teaching philosophy that bests suit my teaching belief. This teaching philosophy will be identified by taking the survey titled ‘Examining Your Beliefs’. Additionally, the philosophy scored most on will be thoroughly explained by defining it and the various terms in it. Subsequently, addressing what the beliefs are about the classroom, the role of a teacher, the role of the student, and the involvement of the parent.

According to the survey, it indicated that my educational philosophy is more skewed toward social reconstructionism, with a score of 19. My second highest score was for perennialism, which is 17. This concludes that my teaching philosophy is social reconstructionism.

Social reconstructionism was formed on the basis of a belief that the social problems in our communities should be addressed and fixed by educators (Kauchak & Eggen, 2016). These social problems entail poverty, lack of water and resources, homelessness, bullying, irresponsible sexual behavior, the health and safety of the environment, and drug abuse. A social reconstructionist believes that schools and teachers should address these problems and take a vital role in improving society (Kauchak & Eggen, 2016). Additionally, this would bring about the ideology of education being the vehicle of socialistic improvements.

According to Kahn and Kellner (2007), the reconstruction of education plays an important role in negotiating the intricacies of everyday life, labor and culture, as modern life becomes complex and dangerous. Additionally, the reconstructionist learning can promote cooperation, democracy and positive social ideals, improve communication, esteem and politicized learning (Kahn & Kellner, 2007). This philosophy portrays a different method as opposed to contemporary education, which seems to follow a more progressivism approach.

According to Kooli et al. (2019), the reconstructionist philosophy disagreed highly with education being learner-centered as the progressivism philosophy follows. Additionally, the reconstructionist found their ideology wrong as their approach emphasized the needs of the middle class – which does not care for the entire society. Therefore, the view of their belief of promoting societal education which will address intrinsic problems that arise within various communities. The society-centered education can thus provide a wider education-net which could uplift societies better. Subsequently, this philosophy encouraged the system of new strategies and policies for which education can be reconstructed, whereby improving the human condition to overcome oppressive states (Kooli et al., 2019).

The reconstructionist philosophy does relate to another important concept of social justice as well. Social justice is a movement in education that places great emphasis on rights and equity within societies (Kauchak & Eggen, 2016). It focuses on human rights, fairness, and equality of opportunities available to the community (Kauchak & Eggen, 2016). Additionally, it focuses on the equality of all groups of people and opposes discriminatory treatments. These discriminatory treatments are on the basis of race, social and economic class, gender, sexual orientations, or capabilities. Subsequently, it translates into the instructional practices that make success and equal opportunity for all (Kauchak & Eggen, 2016).

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Education in the contemporary world in public institutions is based on worksheet and assessments. The mark allocation and obtained is all that learners have become which basically creates the inability for it to be applied into the real world. If we take a look at how some curriculums are structured; it leaves almost no room for a student to grow their talents and skills. Education should be engaging and should provide a basis for societal improvement – as the means of knowledge should subsequently be power. However, societies and schools vary across the globe and as such creates the disparities. Therefore, I agree with the reconstructionism approach as it can minimize the disparities amongst communities which will provide a better outcome.

According to the reconstructionism approach, it creates a safe-zone for students to grow and become the images they imagine themselves to be. This is done through teachers giving a platform for students to listen and dissect Martin Luther King’s famous speech of ‘I Have a Dream’ (Kauchak & Eggen, 2016). Additionally, by adding subjects to the curriculum like life skills or life orientation which promotes justice and tolerance to different discriminatory treatments in society.

As an educator your obligations are to educate; thus, it should include uplifting the society with your teaching. There is substantial evidence linking social-emotional competence to learning outcomes, which creates a noticeable increase in the prevalence of children’s social-emotional problems in a school setting (Garner, P.; Mahatmya, D.; Brown, E. & Vesely, C., 2014). Thus, leading to more societal issues or bullying. By implementation of curriculums and teaching that promotes societal improvement – it can curb these problem areas effectively.

According to Dann (2012), ‘Education for Transformation’ should be considered in accordance with a context of rationality that recognizes the emotions as cognitive and part of rationality itself. Subsequently, schools are consequently highly effective settings for teaching social and emotional skills. The students should, therefore, be treated like they are meaningful to their society and that their diversity is a positive quality. It is important for parents to be as involved in the learner’s education as the teacher – as this could promote further societal improvement. Thus, schools should always try and engage with the parents and involve them as much as possible within the school; which can create a better societal spread of the reconstructionist philosophy.

According to Kauchak and Eggen (2016), teachers and educational institutions serve as the change agents and can promote a more tolerant and compassionate society. Subsequently, by involving the learners and their parents in activities that promote this compassion and tolerance will provide a positive societal outcome. Freire emphasize that the modern-day school setting solidifies the basis for inequalities to continue (Kauchak & Eggen, 2016). Therefore, the role of the teacher, educational institution, parent, and the learner is important together – rather than separately.

In conclusion, there are many educational philosophies such as perennialism, essentialism, progressivism, existentialism, and social reconstructionism. It is also evident that each of these philosophies has different views on what education should be. However, there is an increasing interest worldwide for education to promote the importance of values, behaviors and skills that encourage mutual respect and peaceful coexistence (Kooli et al., 2019). This newly found importance to improving tolerance that can promote a utopian society supports that the social reconstructionist theory could be the key to the overhaul of education globally.